Life on the Rocks Classroom Activity Guide
|
|
- Malcolm Andrews
- 7 years ago
- Views:
Transcription
1 Life on the Rocks Classroom Activity Guide The Embarcadero at Beach Street, San Francisco, CA
2 Life on the Rocks Program Overview Summary: An engaging program in which students learn the differences between vertebrates and invertebrates and the adaptations which allow tidepool animals to survive. The class uses a wide variety of teaching strategies, from visual to kinesthetic, and allows children access not only to authentic artifacts but also the live animals themselves. An Introduction to Tidepools: Students will have the opportunity to observe and touch a variety of live tidepool animals while discussing how each animal has adapted to life along the shore. Using the felt board as a visual, the class will learn about tide pool zonation and the strategies that various animals have developed to cope with the harsh environmental conditions. California State Science Standards Addressed: Grade 3: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. Grade 4: 2. All organisms need energy and matter to live and grow. As a basis for understanding this concept: a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are rela ted in food chains and food webs and may compete with each other for resources in an ecosystem. c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: a. Students know ecosystems can be characterized by their living and nonliving components. Tidepool Theater: The classroom becomes an enormous tide pool where students act out the behavior of invertebrates at high and low tide. California State Science Standards Addressed: Grade 3: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. Grade 4: 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: a. Students know ecosystems can be characterized by their living and nonliving components. Artifacts: Students will examine the Aquarium s collection of invertebrate artifacts. California State Science Standards Addressed: Grade 3: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled other that are alive today. Grade 4: 2. All organisms need energy and matter to live and grow. As a basis for understanding this concept: b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. d. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: b. Students know ecosystems can be characterized by their living and nonliving components. Conservation & Conclusion: Instructors lead a group discussion on conservation and provide age appropriate actions students can take to protect the environment. Guided Tour: Students will be guided through the Aquarium to apply concepts learned during the classroom portion.
3 Life on the Rocks Background Tidepools are a unique kind of habitat on the rocky shores of California. They provide a dynamic challenge to the organisms that live in them because of the daily rise and fall of the tide. A single rock might be exposed to the air in the morning, submerged under water in the afternoon, and surface again in the evening. An infinite variety of invertebrates like anemones, mussels, barnacles, and sea stars have specialized structures, known as adaptations, to help them survive the severe nature of tidepool existence, where sunburn, windburn, crashing waves, and airborne predation are daily facts of life. Every day in San Francisco there are 2 high tides and 2 low tides, at intervals of approximately 6 hours. Because of the Moon s relatively short distance from Earth, its gravity pulls the ocean toward it. The ocean's ever-so-slight lurching toward the Moon is what we call the tide. The Sun also plays a role in the cycle of the tides. Because of its great distance from the Earth, its enormous mass has a small effect; but when the Sun, Moon and Earth are in a line, tidal amplitude increases (high tide is higher, low tide is lower). When the Sun and Moon are not in a line with the Earth, tidal amplitude decreases. These are called spring tides (as in, to jump ) and neap tides, respectively. The best time to go tide-pooling is during low tide because the most tidepools are exposed to air. If you intend to visit a state park like the Fitzgerald Marine Reserve, park rangers can help you schedule your visit during low tide. Rocky coastlines that form tidepools are divided into zones depending on how frequently they are exposed to sea water. The area above the highest high tides is called the splash-zone, below that is the high-tide-zone, then mid-, low-, and finally the sub-tidal-zone, where even low tides submerge the area. Here are some of the most recognizable tidepool invertebrates: Barnacles are sessile crustaceans found throughout the tidal zones, but are heavily concentrated in the high-tide and splash-zones, where even the strongest surf cannot break their cement-like grip on the rocks. Their hard shell protects them from waves, predators, exposure to air, and sunlight. At high tide they open their shell to filter feed on plankton; at low tide they close up for protection. Mussels are mollusks like snails, but have two shells instead of one to create a seal that retains water when the tide goes out. They filter feed on plankton by siphoning water through their gills at a rate of 2 liters per hour! Sea Stars hold on to slick rocks with hundreds of sucker-like tube-feet. You may know them as "Starfish," but they are not fish (you have to have a spine to be a fish!). At low tide, sea stars can breathe water retained in their bodies for hours; they also move to the shade to avoid the sun. Sea stars love to eat mussels, which they open with their strong arms; then the sea star oozes out its stomach to eat the soft inside over the duration of 2 days. Anemones are like a jellyfish turned upside-down. Their stinging tentacles sway in the water to catch food like plankton, shrimp and fish. Anemones close up when exposed to air to prevent drying out, and they collect pebbles on their sticky exterior like a sunscreen. It's fun to go tide-pooling and turn over rocks to see what they hide, but make sure to put everything back in its place, and resist the temptation to touch the animals. Too much human contact can disturb the animals and deplete the energy they need for survival.
4 The Wave Activity Description: Students will explore how tidepool animals are adapted to survive the impact of waves by creating their own tidepool animal and testing it against the wave. Objective: Students will understand that tidepool animals have adaptations to survive the impac t of waves. Grades: 3 rd 5 th California State Standards: Grade 3: 3a, 3b, 5c Grade 4: 3b, 6c Vocabulary: adaptation, tides Subject: Science Time: 60 minutes Materials: 4lb bag of birdseed, rice, or beans (this your wave ) duct tape and freezer bags to reinforce the the wave packaging shells string index cards or cardstock scissors for students masking tape The Wave worksheet Teacher Preparation: To construct your wave, leave the contents inside the original packaging. Place inside a gallon size freezer bag. Cover the bag with a strong tape. This is to prevent the bag of rice, birdseed or beans from braking open during dropping. Prepare enough copies of the The Wave worksheet for each student. Activity Procedure: 1. Discuss with students the environmental challenges that tidepool animals face (exposure to sun, waves and weather). 2. Use pictures and discuss the many adaptations that tidepool animals have to survive these challenges (hard shells, holding onto rocks, etc). Refer back to what the students learned on their field trip to Aquarium of the Bay. 3. Introduce the wave by having a student feel how heavy the wave is. Place a shell on the floor and ask students to predict if they think the wave will break the shell. From a height of 4-5 feet, drop the wave on the shell. Remove the wave to see if the shell was damaged (the shell should
5 remain intact, but have a few extras just in case). Discuss the shape and structure of the shell and how it protects the animal inside from pounding waves. 4. Tell students that they will be creating their own tidepool animals to see if their creature can survive the wave using the provided materials (cardstock, masking tape, string). Note: Depending on the availability of the materials, you can ration the materials to each student, i.e., 1 piece of cardstock, 12 inches of tape and, 12 inches of string. Masking tape tends to be used quickly. 5. After the creature is complete, have students complete the Before section of the worksheet. 6. Have each student lift the wave above their head (approximately 4-5 feet) and drop the wave onto their creature. 7. Students should record their results in the After section of the wave worksheet and answer the analysis question. 8. After each student tests their creature, discuss the shapes or strategies used that were successful or not so successful. 9. Wrap up the activity by reviewing the adaptations. Adapted from New England Aquarium, Boston Harbor Seaside Educator Guide California State Science Standards: Grade Adaptations in physical structure or behavior may improve an organism s chance for survival. As a basis for understanding this concept: a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. 5. Investigation and Experimentation c. Predict the outcome of a simple investigation and compare the results with the prediction. Grade 4 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: b. Students know in any particular environment, some kinds of plants and animals survive well, some survive less well. 6. Investigation and Experimentations c. Formulate and justify predictions based on cause-and-effect relationship.
6 The Wave Worksheet Before Prediction Do you think your creature will survive? Why or Why not? After Results What happened when you dropped the wave on your creature? What would you do differently?
7 Destination Tidepool Activity Description: Students will design a travel brochure that discusses the animals that live in tidepools. Objective: Students will research tidepool ecosystems and use creative writing skills to create a travel brochure. Grades: 3 rd 5 th California State Standards: Grade 3: 3a, 3b Grade 4: 3b Vocabulary: ecosystem, tides Subjects: Science, Language Arts, Creative Arts Time: 2-4 hours Materials: An assortment of travel brochures Computer and internet (optional) Page layout software (optional) Various reference materials about tidepools (books, periodicals, etc) Paper Colored pencils Teacher Preparation: Collect a variety of travel brochures to use as examples for students. Activity Procedure: 1. Have students work in small groups to look through the travel brochures. 2. Discuss with the groups what makes the travel brochures effective (interesting pictures, provides information on the location, does the brochure want to make you visit the place, etc). After the discussion, the students can work individually. 3. Students can choose to create a travel poster or brochure. 4. Write the following questions in a visible location to help guide the students in their design process. What does a tidepool look like? What living and nonliving things will you find there? What does a tidepool food chain look like? What can you do while visiting a tidepool? What should you NOT do while visiting a tidepool? Where would you find a tidepool? (Encourage older students to find specific locations of tidepools)
8 5. Have students research tidepool ecosystems using books or the internet to find information that can be used in their travel brochure. 6. Using the information gathered about tidepool ecosystems, have students create their travel brochure using text and pictures. The brochure can be hand drawn or created using page layout software. California State Science Standards: Grade Adaptations in physical structure or behavior may improve an organism s chance for survival. As a basis for understanding this concept: a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. b.students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. Grade 4 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: b. Students know in any particular environment, some kinds of plants and animals survive well, some survive less well.
Lesson 1. Objectives: ocus: Subjects:
Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of
More informationFood Web Crasher. An introduction to food chains and food webs
Food Web Crasher An introduction to food chains and food webs Activity Students create a physical food web and watch what happens when an aquatic nuisance species is introduced into the ecosystem. Grade
More informationFOOD CHAINS AND FOOD WEBS PHYTOPLANKTON ZOOPLANKTON SILVERSIDE BLUEFISH
FOOD CHAINS AND FOOD WEBS Food Chains All living organisms (plants and animals) must eat some type of food for survival. Plants make their own food through a process called photosynthesis. Using the energy
More informationFood Webs and Food Chains Grade Five
Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
More informationThese pages build on Units 2B & C and introduce predator-prey relationships and food chains.
Unit 4B Habitats Teaching Notes These pages build on Units 2B & C and introduce predator-prey relationships and food chains. Curriculum, resource and other links Sc1 & Sc2 Resources Associated with this
More informationLesson Plan Two - Ecosystems
Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers
More informationSection 3: Trophic Structures
Marine Conservation Science and Policy Service learning Program Trophic Structure refers to the way in which organisms utilize food resources and hence where energy transfer occurs within an ecosystem.
More informationRESOURCES FOR THIS LESSON
Food Chains and Food webs Teacher Notes AIM: To introduce simple food chains and food webs using species found around an offshore windfarm development to illustrate key concepts such as energy flows, trophic
More informationIntroduction to Ecology
Introduction to Ecology Ecology is the scientific study of the interactions between living organisms and their environment. Scientists who study ecology are called ecologists. Because our planet has many
More information3D Ocean Bingo. You will need:
3D Ocean Bingo Background information: To those of us who live on land, the middle of the ocean seems a vast homogeneous area of water, water, and more water. However, to the creatures that live in the
More informationPLANET EARTH: Seasonal Forests
PLANET EARTH: Seasonal Forests Teacher s Guide Grade Level: 6-8 Running Time: 42 minutes Program Description Investigate temperate forests and find some of the most elusive creatures and welladapted plant
More information4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
More informationAnimal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading.
Teaching First Step Nonfiction Animal Adaptations K 2nd Grade Interest Level 1st Grade ing Level Titles in this series: What Can Live in a Desert? What Can Live in a Forest? What Can Live in a Grassland?
More informationThis hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
More informationVertical Zonation: Studying Ecological Patterns in the Rocky Intertidal Zone
Science Activities, 47:8 14, 2010 Copyright c Taylor & Francis Group, LLC ISSN: 0036-8121 print / 1940-1302 online DOI: 10.1080/00368120903280735 Vertical Zonation: Studying Ecological Patterns in the
More informationNOTE TO TEACHER: It is appropriate to introduce the mitochondria (where energy is made) as a major structure common to all cells.
5.2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). Taxonomy level: 1.1 and 1.2-A Remember Factual Knowledge
More information4-H Marine Biology and Oceanography Proficiency Program A Member s Guide
4-H Marine Biology and Oceanography Proficiency Program A Member s Guide OVERVIEW The 4 H Marine Biology and Oceanography Proficiency program helps you learn what you need to know about your 4 H project.
More informationCrabs. Focus Question
Topics Crabs, Adaptations Crabs Grades PreK-2 Site Indoors Duration 30 minutes (minimum) Materials Crab Cards Clay or foil Pipe cleaners Egg carton sections, small boxes, jars, lids, food cups, yogurt
More informationLife processes. All animals have to carry out seven life processes. These are: 2. Respiration taking in one gas and getting rid of another
Food chains Life processes All animals have to carry out seven life processes. These are: 1. Movement being able to move its body 2. Respiration taking in one gas and getting rid of another 3. Reproduction
More informationFood Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey References: Columbus Public Schools Curriculum Guide- Grade 5 GK-12 Biological Science Lesson
More informationUnit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
More informationPrairie Food Chains & Webs Producers, Consumers & Decomposers
Kansas Prairies s, s & Decomposers Science, Life Science, Reading, Math Materials Vocabulary worksheet Food Chain worksheet Overview To explore the organisms found on a prairie and identify the various
More informationPond Vocabulary Words and Meanings
Pond Vocabulary Words and Meanings Adapt: to adjust to a use or situation Aquatic: from or in the water Bacteria: tiny organisms, too small to be seen with the naked eye Carnivore: an animal that eats
More informationLife Science Study Guide. Environment Everything that surrounds and influences (has an effect on) an organism.
Life Science Study Guide Environment Everything that surrounds and influences (has an effect on) an organism. Organism Any living thing, including plants and animals. Environmental Factor An environmental
More informationIn this lesson, students will identify a local plant community and make a variety of
MAKING COMMUNITY MEASUREMENTS: ABIOTIC FACTORS Grades 3 6 I. Introduction In this lesson, students will identify a local plant community and make a variety of measurements, preferably during two different
More informationECOSYSTEM RESPONSES. reflect
reflect There is a saying, No man is an island, which means that people need one another in order to survive. Everyone on Earth is interconnected in some way. This is not only true of human beings, but
More informationWhat causes Tides? If tidal forces were based only on mass, the Sun should have a tidegenerating
What are Tides? Tides are very long-period waves that move through the oceans as a result of the gravitational attraction of the Moon and the Sun for the water in the oceans of the Earth. Tides start in
More informationThe Need Is Mutual: The Importance of Biological Interactions
The Need Is Mutual: The Importance of Biological Interactions Science Topic: Food Webs Grades: 6 th -8 th Essential Question: What kinds of relationships are involved in biological interactions? Lesson
More informationPrairie Food Chains & Webs Producers, Consumers, & Decomposers
Kansas Prairies Prairie Food Chains & Webs Producers, s, & Decomposers Life Science, Math, Reading, Science Materials Student Worksheet A: Vocabulary Student Worksheet B: Food Chain Overview To explore
More informationPlants and Animals of the arctic
NATIONAL WILDLIFE FEDERATION Plants and Animals of the arctic Summary Students create an arctic food web to understand the feeding connections and social relationships between tundra plants and animals.
More informationJunior Veterinarians School-Age Summer Camp 2014 Monday s Lesson Plan: Marine Animals
Junior Veterinarians School-Age Summer Camp 2014 Monday s Lesson Plan: Marine Animals TIME 6:00-9:00 9:00-9:45 ACTIVITY EARLY DROP- OFF: Students will play games and puzzles relating to the day s theme
More informationPond Water Web Lesson Plan
Pond Water Web Lesson Plan Purpose: As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they create
More information7 Energy Flow Through an Ecosystem investigation 2 c l a s s se s s i o n s
7 Energy Flow Through an Ecosystem investigation 2 c l a s s se s s i o n s Overview Students create a food web of a kelp forest ecosystem with which they explore the flow of energy between ecosystem organisms.
More informationWhat is Energy? 1 45 minutes Energy and You: Energy Picnic Science, Physical Education Engage
Unit Grades K-3 Awareness Teacher Overview What is energy? Energy makes change; it does things for us. It moves cars along the road and boats over the water. It bakes a cake in the oven and keeps ice frozen
More informationHow do abiotic factors and physical processes impact life in the ocean?
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Ocean Abiotic Factors
More informationwww.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans.
www.irishseedsavers.ie POND LIFE FACT SHEET Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. A pond is a small body of fresh water shallow enough for sunlight
More informationSatellite Pursuit: Tracking Marine Mammals
: Tracking Marine Mammals Material adapted from: Monterey Bay Research Institute, EARTH: Satellite Tracking OPB NOVA Teachers: Ocean Animal Emergency Teach Engineering: Marine Animal Tracking Introduction:
More informationWhat causes tides? KEY TERMS:
What causes tides? KEY TERMS: high tide: time of high water level low tide: time of low water level neap tide: the lowest high tide and the highest low tide of each month spring tide: the highest high
More informationSeventh Grade Science Content Standards and Objectives
Seventh Grade Science Content Standards and Objectives Standard 2: Nature of Science Students will demonstrate an understanding of the history of science and the evolvement of scientific knowledge. SC.S.7.1
More informationClassification. Living Things. bacteria and blue green algae: (single celled organisms without a nucleus)
Teacher Discovery Card Classification Information There are millions different kinds plants and animals in the world Each different kind plant and animal is called a species We can group species together
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationWorksheet: The food chain
Worksheet: The food chain Foundation Phase Grade 1-3 Learning area: Natural Science Specific Aim 2: Investigating phenomena in natural sciences Activity Sheet Activity 1: What is a food chain? Every time
More information1. Which list contains only nonliving things in an environment?
Grade 3 Standard 2 Unit Test Environment Multiple Choice 1. Which list contains only nonliving things in an environment? A. snails, water, mushrooms B. soil, trees, worms C. sunlight, water, soil D. rocks,
More informationALASKA DISCOVERY LESSON
GK-12 Program ALASKA DISCOVERY LESSON Adaptations and Ecology in the Arctic Lesson 4 - Arctic Food Chains What are food chains and food webs and how do they apply to arctic ecology? Developer s Name: Corinne
More informationKeep Your Head Above Water
Grade 8 Activity Keep Your Head Above Water Do things that float behave differently in salt and fresh water? What lets them float, and when do they sink? Concepts Water has physical properties of density
More informationKey Idea 2: Ecosystems
Key Idea 2: Ecosystems Ecosystems An ecosystem is a living community of plants and animals sharing an environment with non-living elements such as climate and soil. An example of a small scale ecosystem
More information4. Which choice below lists the biomes in order from lowest precipitation amounts to highest precipitation amounts?
Ecosystems and Biomes 1. All of the living organisms in a forest plus their environment is an example of A. a biome. B. a community. C. a population. D. an ecosystem. 2. Which of the following best describes
More informationWorld Oceans Day at ZSL Whipsnade Zoo
World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on
More informationProducers, Consumers, and Food Webs
reflect Think about the last meal you ate. Where did the food come from? Maybe it came from the grocery store or a restaurant. Maybe it even came from your backyard. Now think of a lion living on the plains
More informationThe concepts developed in this standard include the following: Oceans cover about 70% of the surface of the Earth.
Name Date Grade 5 SOL 5.6 Review Oceans Made by SOLpass - www.solpass.org solpass100@comcast.net Reproduction is permitted for SOLpass subscribers only. The concepts developed in this standard include
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The seventh grade student: The Nature of Matter uses a variety of measurements to describe the physical
More informationNew Species Discovered!
New Species Discovered! Do you remember different ways organisms have adapted to their environments? You can always go back and review at any time. Adaptation plays an important part in biodiversity. As
More informationYou are What You Eat
You are What You Eat By: Tanja Schollmeier, marine biologist, School of Fisheries and Ocean Sciences, University of Alaska Fairbanks Grade level: 6-8th grade Context: This lesson emphasizes human impacts
More informationKindergarten, What Animals Need 2005 Colorado Summer Writing Institute 1
What Animals Need Grade Level or Special Area: Kindergarten Written by: Karla Burkhalter, Lincoln Academy, Arvada, CO Length of Unit: Eight lessons (seven 20-minute lessons, one lesson with a varying time
More informationFirst Grade Animal Research Project
First Grade Animal Research Project Dear Parents: As you probably know, our first graders have been learning all about animals. We have spent the last couple of weeks learning to group different animals
More information2. What kind of energy is stored in food? A. chemical energy B. heat energy C. kinetic energy D. light energy
Assessment Bank Matter and Energy in Living Things SC.8.L.18.4 1. What is energy? A. anything that takes up space B. anything that has mass C. the ability to conduct current D. the ability to do work 2.
More information6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same
More information5.1 Ecosystems, Energy, and Nutrients
CHAPTER 5 ECOSYSTEMS 5.1 Ecosystems, Energy, and Nutrients Did anyone ever ask you the question: Where do you get your energy? Energy enters our world from the Sun but how does the Sun s energy become
More informationHow To Participate In A Summer Learning Adventure Camp At The Aquarium
Summer Learning Adventure Camps 2015 >Please enroll your child according to the grade he/she will enter in Fall 2015. >To register, please visit aquarium.ucsd.edu or call 858-534- 7336. Information for
More informationThe Mantas of Yap The Rhythm of the Tides Lesson Plan
The Mantas of Yap The Rhythm of the Tides Lesson Plan In this episode, Jonathan travels to Yap, an island in the Pacific nation of Micronesia, to dive with giant Manta Rays. Manta Rays come to this area
More informationExploring Animal Environments
Third Grade Science Design Brief Exploring Animal Environments forest - desert - grassland rainforest - marshland - swamp - pond - river - ocean - stream Background: In our studies of science, we have
More informationEnergy Flow in the Pond Teacher s Guide February 2011
Energy Flow in the Pond Teacher s Guide February 2011 Grades: 6, 7 & 8 Time: 3 hours With the pond as a model, students explore how energy that originates from the sun keeps changing shape and form as
More informationM O N T E R E Y B A Y A Q U A R I U M
Topics Biodiversity, Measurement Grades K-2 Sites Schoolyard, Classroom Duration 15-30 minutes each month throughout the school year Materials Quadrats (see Teacher Preparation, page 2) Thermometer Tape
More informationYMCA Camp Orkila ENVIRONMENTAL EDUCATION CLASSES
YMCA Camp Orkila ENVIRONMENTAL EDUCATION CLASSES Introduction: The class abstracts below show alignment with GLEs released by the state of WA in 2009. BEACH WALK Life Science Location: The Beach LEARNING
More informationA STUDY OF BIOMES. In this module the students will research and illustrate the different biomes of the world.
A STUDY OF BIOMES http://bellnetweb.brc.tamus.edu/res_grid/biomes.htm A HIGH SCHOOL BIOLOGY / ECOLOGY MODULE Summary: In this module the students will research and illustrate the different biomes of the
More informationGrassland Food Webs: Teacher Notes
Grassland Food Webs: Teacher Notes Alan Henderson ecosystem Objectives After completing this activity students will be able to: Create a food web and identify producers and consumers. Assign organisms
More informationLife in the Bay Getting to know the Bay s plants and animals
Life in the Bay Getting to know the Bay s plants and animals Over erview iew In this activity students will become acquainted with a plant or animal that lives in the San Francisco Bay. Students will research
More informationWhen Is an Elephant Not an Elephant? When It's a Seal, Of Course! By Mikki Sadil
Everyone knows that elephants have trunks. But did you know there is a kind of seal that also has a trunk? This is the elephant seal, which gets its name from the extra large proboscis, or nose, on the
More informationThe Design Process All EiE units apply All EiE units reinforce the design process as outlined in the Indiana science standards. experiment. (K.1.
How Engineering is Elementary units link to the Indiana State Science Standards EiE teaches engineering content and links to science content, but does not teach science content. This resource should be
More informationDear Teachers: Welcome to dynamic science
Educator s Resource Guide GRADES 6 8 Dear Teachers: Welcome to dynamic science activities inspired by the IMAX film. These materials, created by Scholastic Inc., IMAX Corporation, and Warner Bros. Pictures,
More informationEcology 1 Star. 1. Missing from the diagram of this ecosystem are the
Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.
More informationThird Grade Science Vocabulary Investigation Design & Safety
recycle dispose reuse goggles data conclusion predict describe observe record identify investigate evidence analyze mass matter float sink attract force magnet magnetic magnetism pole pull push repel Third
More informationTIDES. 1. Tides are the regular rise and fall of sea level that occurs either once a day (every 24.8 hours) or twice a day (every 12.4 hours).
TIDES What causes tides? How are tides predicted? 1. Tides are the regular rise and fall of sea level that occurs either once a day (every 24.8 hours) or twice a day (every 12.4 hours). Tides are waves
More informationfood chains reflect How are these organisms important to one another? organism: a living thing
reflect Different plants and animals live together. Look at the picture of the garden. What organisms live there? Grass, trees, bugs, and birds live there. Fish and frogs live there, too. Can you think
More information5 th Grade Science Vocabulary Words
5 th Grade Science Vocabulary Words abiotic factor A nonliving part of an ecosystem. acceleration Change in velocity with respect to time. action The force one object applies to a second, as in Newton
More informationFOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS
FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS SECTION 1 In an ecosystem, plants capture the sun's energy and use it to convert inorganic compounds into energy-rich organic compounds. This process of using
More informationKINDERGARTEN Overview of the Science Standards I. PHYSICAL SCIENCE LIFE SCIENCES III. EARTH SCIENCES IV. INVESTIGATION AND EXPERIMENTATION
Overview of the Science Standards Properties of materials can be observed, measured, and predicted. II. LIFE SCIENCES Different types of plants and animals inhabit the earth. III. EARTH SCIENCES Earth
More informationPlant Parts. Background Information
Purpose The purpose of this lesson is for students to learn the six basic plant parts and their functions. Time Teacher Preparation: 30 minutes Student Activity: 60 minutes Materials For the teacher demonstration:
More informationEARTH SCIENCE ACTIVITY #1 Tsunami in a Bottle
EARTH SCIENCE ACTIVITY #1 Tsunami in a Bottle Grades 3 and Up This activity is one of several in a basic curriculum designed to increase student knowledge about earthquake science and preparedness. The
More informationLesson 6: Fisheries Management in the Open Ocean. Open Ocean
!!! Open Ocean Concepts How does fishing equipment affect the amount of fish and bycatch caught in a fishery? How can we change the way we fish to use the ocean better? Standards Addressed HCPS 5. & 5.2
More informationFrog Scavenger Hunt Activity
Frog Scavenger Hunt Activity Materials: Frog questions worksheet (pages 2-3) 18 frog fact cards (pages 4-8) Scissors and scotch tape Preparation: Print the frog fact cards and cut them apart. Make copies
More informationXVII. Science and Technology/Engineering, Grade 8
VII. Science and Technology/Engineering, Grade 8 Grade 8 Science and Technology/Engineering Test The spring 2014 grade 8 Science and Technology/Engineering test was based on learning standards in the four
More informationANECDOTES ABOUT ANIMALS AND PLANTS ON THE SEASHORE
Explorer Education Programme ANECDOTES ABOUT ANIMALS AND PLANTS ON THE SEASHORE Students and teachers can use the following stories and anecdotes to help remember facts about the animals and plants they
More informationWhale Jenga Food Web Game
Whale Jenga Food Web Game Baleen whales feed on crustaceans such as amphipods, copepods,and krill, as well as small fish. With changes in ocean temperature, upwelling, acidification and other urban influences,
More informationProgram goal: Students will have a better awareness and understanding of butterflies and their habitats
Butterfly Builders Students will investigate butterflies and their life cycle through a variety of activities including a story, game and science investigation. The lesson will end with a guided trip to
More informationfood webs reflect look out! what do you think?
reflect Imagine for a moment that you stay after school one day to clean up the classroom. While cleaning, you move some plants away from the sunny windows. A week later, you remember to move the plants
More informationReptiles and Amphibians by Guy Belleranti
Name: Take a look at the four animals pictures below. Do you know which ones are reptiles and which ones are amphibians? The chameleon is an unusual lizard that can change the color of its scaly body.
More informationThe animals at higher levels are more competitive, so fewer animals survive. B.
Energy Flow in Ecosystems 1. The diagram below shows an energy pyramid. Which of the following best explains why the number of organisms at each level decreases while moving up the energy pyramid? The
More informationBehaviour. Age 6-11 years. Contents
SEA LIFE for schools Behaviour Age 6-11 years Self-guided learning This guide provides you with information linked to key displays throughout SEA LIFE Loch Lomond which can be used to explore the key behaviour
More informationPlants, like all other living organisms have basic needs: a source of nutrition (food),
LEARNING FROM LEAVES: A LOOK AT LEAF SIZE Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal
More informationLet s Learn About Plants and Animals!
Grade Two Pre-Visit Activities Let s Learn About Plants and Animals! i. Teacher Introduction ii. Standards Addressed iii. Pre-Visit Activities 1. Identifying Parts of a Plant 2. Plant a Seed 3. Life Cycles
More informationDinosaur Vocabulary List & Definitions
Name Dinosaur Vocabulary List & Definitions dinosaur extinct fossil herbivore paleontology predator prehistoric skeleton prey carnivore one of various extinct reptiles that lived approximately l00 million
More informationInvestigating Adaptations
Investigating Adaptations 4 th Grade Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes Concepts Adaptations reveal what organisms need in their environment to survive. Location
More informationEarth Science Landforms, Weathering, and Erosion Reading Comprehension. Landforms, Weathering, and Erosion
Reading Comprehension Name 1 How many people have been to the Rocky Mountains or the Grand Canyon? When people go to visit these natural wonders, they may not realize that it took millions of years for
More informationStandard Requirements for Recreational Shoreline Activities Such as Tidepooling and Swimming in Hawaiian Waters
WD-2 WHVS 3 Keywords: conservation; coral reefs; environment; marine recreation; preferred practices for good environmental behavior; tidepooling; swimming; shoreline activities; Standard Requirements
More informationSustainable Southern Belize: Coral Health Lesson Plan Jennifer O Shea
Sustainable Southern Belize: Coral Health Lesson Plan Jennifer O Shea Lesson Title Grade Level Content Area Time Allotted Academic Standards Abstract Goal Performance Indicators Coral Health 5 th grade
More informationComposting: Biology Curriculum
Cornell Waste Management Institute cwmi.css.cornell.edu Composting: Biology Curriculum Understanding what composting is and how it works. Table of Contents Goal, Objectives, Keywords, Scientific Concepts...
More informationPlants, like all other living organisms have basic needs: a source of nutrition (food),
WHAT PLANTS NEED IN ORDER TO SURVIVE AND GROW: WATER Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air,
More informationLesson 3 - Understanding Energy (with a Pendulum)
Lesson 3 - Understanding Energy (with a Pendulum) Introduction This lesson is meant to introduce energy and conservation of energy and is a continuation of the fundamentals of roller coaster engineering.
More informationCreating Chains and Webs to Model Ecological Relationships
Creating Chains and Webs to Model Ecological Relationships Overview This hands-on activity supports the HHMI short film The Guide and the 2015 Holiday Lectures on Science: Patterns and Processes in Ecology.
More information